With a focus on domestic education policy, Lora Cohen-Vogel is interested in identifying the programs and practices that are successfully raising schooling outcomes for traditionally underperforming students in the United States.

Cohen-Vogel is currently a co-principal investigator of the Early Learning Project at UNC-Chapel Hill, a $4 million grant from the Institute of Education Sciences. In that project, she leads a team that is examining how policy coherence (or lack thereof) may mediate the effect of high quality PreK experiences on children’s later life outcomes.

Through 2015, Cohen-Vogel was co-principal investigator of the five-year, $13.5 million National Center for Research and Development on Scaling Up Effective Schools, a research-practice partnership between UNC, Vanderbilt University, Florida State University, the University of Wisconsin-Madison, the Education Development Center, and two of the nation’s largest school districts.

Through her work with the Center, Cohen-Vogel developed an interest and expertise in continuous improvement research. Today, she writes and speaks widely on the topic and the potential she believes it holds for system improvement.

Articles by Cohen-Vogel have been published in the American Educational Research Journal, Educational Evaluation and Policy Analysis, the American Journal of Education, Teachers College Record, and Educational Administration Quarterly, among others.

Leading the Division of Education Policy and Politics (Division L), Cohen-Vogel is a Vice President of the 25,000-member American Educational Research Association. She has also served as President of the Politics of Education Association. She is on the editorial board of Educational Researcher. She has a B.A. from Colgate University in Psychology and a Ph.D. from Vanderbilt in Leadership and Policy Studies.

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